Can some please help I don’t really know.

Can Some Please Help I Dont Really Know.

Answers

Answer 1

Answer: 1%

Step-by-step explanation:


Related Questions

What is the range of the given function? To bill customers for water usage, one city converts the number of gallons used into units. This relationship is represented by the equation u = 748g, where g is the total number of gallons of water used and u is the number of units.

Answers

The question is incomplete. The complete question is :

To bill customers for water usage, one city converts the number of gallons used into units. This relationship is represented by the equation g = 748u, where g is the total number of gallons of water used and u is the number of units. Determine which statements about the relationship are true. Check all that apply.

g is the dependent variable.

u is the dependent variable.

g is the independent variable.

u is the independent variable.

The variables cannot be labeled without a table of values.

The variables cannot be labeled since any value can be selected for either

Solution :

Given equation :

g = 748 u

Here, g = total number of gallons of water used

         u = number of units

Customers uses the number of units of water.

The unit of water is independent of the total number of gallons of water used.

So the number of units u is an independent variable.

But the value of gallons of water depends on the number of units that is used.

Therefore, number of gallons of water g is a dependent variable.

Thus, we can say that :

g is dependent variableu is independent variable

The scatter plot shows the time spent watching TV, x, and the time spent doing homework, y, by each of 23 students last week.

Answers

Answer:

[tex](a)\ y = -0.75x + 26[/tex]

[tex](b)\ y = 14.75[/tex]

Step-by-step explanation:

Given

See attachment for scatter plot

Required

Equation of the line of best fit

Pick any two points on the line

[tex](x_1,y_1) = (24,8)[/tex]

[tex](x_2,y_2) = (8,20)[/tex]

Calculate the slope (m)

[tex]m =\frac{y_2 -y_1}{x_2 -x_1}[/tex]

[tex]m =\frac{20-8}{8-24}[/tex]

[tex]m =\frac{12}{-16}[/tex]

[tex]m =-0.75[/tex]

The equation is then calculated using:

[tex]y = m(x - x_1) + y_1[/tex]

So, we have:

[tex]y = -0.75(x - 24) + 8[/tex]

[tex]y = -0.75x + 18 + 8[/tex]

[tex]y = -0.75x + 26[/tex]

Solving (b): y, when [tex]x = 15[/tex]

[tex]y = -0.75x + 26[/tex] becomes

[tex]y = -0.75*15 + 26[/tex]

[tex]y = -11.25 + 26[/tex]

[tex]y = 14.75[/tex]

Please help I put 74 points there is an image

Answers

Answer:

x = 37 y = 27

Step-by-step explanation:

x = y + 10

x + y = 64

y + 10 + y = 64

y = 27

64 - 27 = 37

Answer:

What coatside dad said

Step-by-step explanation:

Hello can someone help me understand this explanation?

I don’t understand how they got 5x=5
Thank you!

Answers

Answer:

Starting from

2(-x) = 3x - 5

Distribute

-2x = 3x - 5

add 2x to both sides

0 = 5x - 5

Add 5 to both side

5 = 5x

Flip

5x = 5

Find the value of z.



A. 118
B. 100
C. 93.5
D. 42.5

Answers

Answer:

[tex](180-73)=z+114/2[/tex]

[tex]107*2=z+114[/tex]

[tex]z=214-114[/tex]

[tex]z=100[/tex]

❄ B. 100

------------------------

hope it helps...

have a great day!!

In the given circle in which angles are 73°,96°,114° then the value of z is equal to 100 which is option b.

What is circle?

Circle is a shape consisting fall points in a plane thata are at a given distance from a given distance from a given point which is the centre of the circle.

How to find angle?

In the circle we can see the following:

(180-73)=(z+114)/2

107*2=z+114

214=z+114

z=214-114

=100

Hence in the given circle in which angles are 73°,96°,114° then the value of z is equal to 100 which is option b.

Learn more about angles at https://brainly.com/question/25716982

#SPJ2

PLEASE PLEASE HELP ME!! due in the morning and im clueless.

explanation = brainliest!

The radius of a circle is 10 feet. What is the area of a sector bounded by a 180° arc?

give your answer in simplest form

Answers

Answer:

[tex]50 \pi \: sq \: ft.[/tex]

Explanation:

as we can see that the sector bounded by the 180° arc is a semi- circle

area of a circle =

[tex]\pi {r}^{2} [/tex]

area of semi circle =

[tex] \\ \frac{\pi {r}^{2} }{2} [/tex]

[tex] = \frac{\pi {10}^{2} }{2} \\ = 50\pi[/tex]

A mobile set is sold for Rs 6,630 after a discount of 15%. Find the marked price of the mobile set.

Answers

Answer:

MP = RS 7,800

Step-by-step explanation:

Let

Marked price = MP

MP x (100 – 15) / 100 = Rs 6,630

MP × (85)/100 = Rs 6,630

MP = Rs 6,630 ÷ 85/100

MP = 6,630 × 100/85

MP = 663,000/85

MP = 7,800

MP = RS 7,800

I need help with 16-25 please
Simplify using only positive exponents

Answers

Answer:

16. 8/x

17. 8x

18. 4x⁴/y³ (not clear)

19. 16x^8

20. 256 R⁴

21. 64x^6

22. 81x^8

23. 1/ 3x

24. 5x

25. 1

After a congruence transformation, how would the perimeter of the triangle be?

Answers

you forgot to put the picture

WGiven the function f(x) = 0.5|x – 4| – 3, for what values of x is f(x) = 7? x = –24, x = 16 x = –16, x = 24 x = –1, x = 9 x = 1, x = –9

Answers

Answer:

x = 24, x = -16

Step-by-step explanation:

Given the function f(x) = 0.5|x – 4| – 3, we are to find the values of x for f(x) = 7

Substitute f(x) = 7 into the expression;

7 = 0.5|x – 4| – 3

For the positive function

7 = 0.5(x – 4) – 3

7 = 0.5x - 2 - 3

7 = 0.5x - 5

7+5 = 0.5x

12 = 0.5x

12 = x/2

Swap

x/2 = 12

x = 12 * 2

x = 24

For the negative function

7 = 0.5-(x – 4) – 3

7 = 0.5(-x +4) - 3

7 = -0.5x +2 - 3

7 = -0.5x - 1

7+1 = -0.5x

8 = -x/2

Swap

-x/2 = 8

-x = 8 * 2

-x = 16

x = -16

Hence the required values of x are -16 and 24

Help ASAP. I will give brainliest

Answers

Answer:

Step-by-step explanation:

Hope this helps u !!

help with these 3 I did all the other questions of the assignment, these are confusing ASAP

Answers

Answers:

Problem 7) 25.2 feetProblem 8) Angle = 52 degrees;  Distance = 14.3 feetProblem 9) DE = 22, EC = 10, BC = 20

=====================================================

Explanation:

The diagrams for problems 7 and 8 are shown below.

------------------------------------

Problem 7

Apply the tangent ratio to find that...

tan(angle) = opposite/adjacent

tan(42) = x/28

28*tan(42) = x

x = 28*tan(42)

x = 25.2113132403396

x = 25.2

Make sure your calculator is in degree mode. One way to check is to type in tan(45) and you should get 1 as a result.

------------------------------------

Problem 8, part 1

To find the angle y, we must use the sine ratio

sin(angle) = opposite/hypotenuse

sin(y) = 18/23

y = arcsin(18/23)

y = 51.5000495907521

y = 52 degrees approximately

------------------------------------

Problem 8, part 2

We can use the pythagorean theorem to find the missing side x

a^2+b^2 = c^2

18^2+x^2 = 23^2

324+x^2 = 529

x^2 = 529-324

x^2 = 205

x = sqrt(205)

x = 14.3178210632763

x = 14.3

Or alternatively, we can apply the tangent ratio on the angle y we found earlier to help find x

tan(angle) = opposite/adjacent

tan(y) = 18/x

tan(51.50004959) = 18/x

x*tan(51.50004959) = 18

x = 18/tan(51.50004959)

x = 14.3178210636621

x = 14.3

------------------------------------

Problem 9

The double tickmarks show that BE = EC = 10. That means BC = BE+EC = 10+10 = 20.

Since we have similar triangles, we can solve for x like so

DE/AC = BE/BC

x/44 = 10/20

20x = 44*10

20x = 440

x = 440/20

x = 22

So DE is 22 units long. Note how this is half as long as the side AC = 44.

Last week, Sarah bought a designer shirt at the sale price of $24. The original cost of the shirt was $40. What percent represents the discount that Sarah received when buying the sweater?

Answers

Answer:

40%

Step-by-step explanation:

Amount of money discounted

= $40 - $24

= $16

Percentage of discounted money

= 16/40 x 100%

= 40%

Can someone help me with these problems and explain them as well please

Answers

Answer:

b=112°

Step-by-step explanation:

two complementary angles

b=180°-68°=112°

sum of 2 angles is

x= 35°+25°=60°

Answer:

3. b=112

4. x = 60

Step-by-step explanation:

3.

b is equal to 112 since 68+b will be equal to a supplementary angle; an angle that adds up to 180. 180-68 is equal to 112.

4.

35+25 = 60, therefore x = 60.

A ramp 28 ft long rises to a platform. The bottom of the platform is 17 ft from the foot of the ramp. Find x, the angle of elevation of the ramp. Round your
answer to the nearest tenth of a degree.
PLZ HELP I WILL MARK BRAINLIEST

Answers

Answer:

x ≈ 52.6°

Step-by-step explanation:

Using the cosine ratio in the right triangle

cos x = [tex]\frac{adjacent}{hypotenuse}[/tex] = [tex]\frac{17}{28}[/tex] , then

x = [tex]cos^{-1}[/tex] ([tex]\frac{17}{28}[/tex] ) ≈ 52.6° ( to the nearest tenth )

if a recipe calls for 0.8 cups of water per cup of water per 5/8 cups of milk. What is the unit rate per cup of milk ( with correct labels )

Answers

Answer: 1.28 cups of water per cup of milk

Step-by-step explanation:

0.8 divided by 5/8 equals 1.28

verified by my teacher :)

Mirror the speed of 16.8 m/s Olympian ran the 100 m dash in 9.6 seconds how much faster was Sarah the cheetah speed to the nearest 10th of a meter per second

Answers

Answer:

6.4 meters per second

Step-by-step explanation:

Sarah the cheetah ran 100 meters at a speed of 16.8 meters per second. An olympian ran the 100-meter dash in 9.6 seconds. How much faster was Sarah the cheetah’s speed, to the nearest tenth of a meter per second?

0.9 meters per second

1.6 meters per second

6.4 meters per second

10.4 meters per second

Speed = distance / time

Olympian's speed = 100 / 9.6 = 10.4 meters per second

Sarah's speed = 16.8 meters per second.

Difference in speed = 16.8 - 10.4 = 6.4

the tenth is the first number after the decimal place. To convert to the nearest tenth, look at the number after the tenth (the hundredth). If the number is greater or equal to 5, add 1 to the tenth figure. If this is not the case, add zero

fins the value of (15)^3 + (-9)^3 + (-6)^3 , without actually cubing the numbers​

Answers

a³ + b³ + c³ + 3abc = ( a + b + c)(a² + b² + c² + ab + bc + ca)

if a + b + c = 0. then a³ + b³ + c³ = 3abc

here a + b + c = 15 + (-9) + (-6)

a + b + c = 15 - 15

a + b + c = 0

so a³ + b³ + c³ = 3abc

15³ + (-9)³ + (-6)³ = 3(15)(-9)(-6)

= 2430

so the answer is 2430

what is the possibility of a two sided coin flipped and lands on tails?​

Answers

Answer:

Step-by-step explanation:

it has a 50/50 chance if it lands on tailes it is 50/50

“When we flip a coin a very large number of times, we find that we get half heads, and half tails. We conclude that the probability to flip a head is 1/2, and the probability to flip a tail is 1/2.”

Got this information from - http://www.pas.rochester.edu/~stte/phy104-F00/notes-2.html

8.
How is the graph of y=5x^2-4 different from the graph of y=5x^2?

A. It is shifted 4 units to the left.

B. It is shifted 4 units to the right.

C. It is shifted 4 units down.

D. It is shifted 4 units up.

Answers

Answer:

C. It is shifted 4 units down.

Step-by-step explanation:

Shifted four units down. When a number is at the end of the equation, it means that that number shifts up or down depending on its sign.  

Answer:

It is shifted 4 units down

Step-by-step explanation:

When we have a function the constant number that is not multiplied by a variable, in this case, 4 in the first function, indicates where the function will intercept the y-axis, or when x is equal to 0.

In this case, we have two functions:

y = 5x^2 - 4, in which -4 is the constant that will determine where the function intercepts the y-axis. So if we say that we have x=0, then y=-4

In the second function we have:

y= 5x^2, this function is very similar but we don´t have another number after 5x^2, so we will have a similar graph but when x = 0 then y = 0.

So the first graph is shifted 4 units down. We can see this in the attachment.

It shifted 4 u it’s to the left

It is shifted 4 units to the left.

ajdjsjnsjsjdjxhdjdjdjdjdjsjsjsjssjs

Answers

Step-by-step explanation:

The area of a square is given by :

A = a²

Where

a is the side of the square

For square A, Area = 64 sq units

64 = a²

a = 8 units

For square B, Area = 30 sq units

30 = a²

a = [tex]\sqrt{30}[/tex] units

For square C, Side length = 14 units

A = 14²

A = 196 sq units

For square D, Side length =  [tex]\sqrt{30}[/tex] units

A = [tex](\sqrt{30})^2[/tex]²

A = 30 sq units

Hence, this is the required solution.

PLEASE HELP ME- i don't know what to do

Answers

Answer:

5x-20=3x(alternate angle)

5x-3x=20

2x=20

x=20/2

x=10

now ,

2y +4y+5x-20=180(sum of angles of a triangle)

6y+50-20=180

6y+30=180

6y=180-30=150

y=150/6

y=25

hope this will help

The train left the terminal at 11:20 am and arrived at its destination at 2:40 pm how long did the train travel?

Answers

Answer:

3 hrs and 20 minutes

Step-by-step explanation:

3hours and 20 minutes

Which statement best describes why the value of the car is a function of the number of years since it was purchased?

Answers

Answer:

What are the statements?

Step-by-step explanation:

You have to list the statements.

The GM of a series of a three positive numbers is 4 by including fourth number it becomes 2 what is fourth value

Answers

Answer:

1/4

Step-by-step explanation:

Let a₁, a₂, a₃ and a₄ be the four numbers. Since the geometric mean of the first 3 positive numbers is 4, we have that

∛(a₁a₂a₃) = 4. (1)

Also the geometric mean of the four numbers is 2, we have that ⁴√(a₁a₂a₃a₄) = 2   (2).

So, taking the cube of (1), we have

[∛(a₁a₂a₃)]³ = 4³

a₁a₂a₃ = 64  (3)

Also, taking the fourth power of equation (2), we have

[⁴√(a₁a₂a₃a₄)]⁴ = 2⁴  

a₁a₂a₃a₄ = 16  (4)

Dividing (4) by (3), we have

a₁a₂a₃a₄/a₁a₂a₃ = 16/64

a₄ = 1/4

The fourth value is 1/4

Line AB passes through points A (-6,6) and B(12,3). If the equation of the line is written in slope-intercept form, y=mx+b, the. m=-16. What is the value of b?

Answers

Answer:

You wrote the question wrong...

m is not -16 it is -1/6 (that is a big difference)

y=mx+b

y=-1/6x+b

3 = -1/6(12) + b

3 = -2 + b

b=5

Step-by-step explanation:

Which figures have a volume greater than 500 cubic inches? Choose all that apply.


How many times greater is the volume of the sphere than the volume of cone #1? Round your answer to the neared tenth. Use 3.14 for pi.

Answers

Answer:

All shapes except the cone with 5in radius and 8in height

Step-by-step explanation:

Volume of the cylinder with radius 5in and height 8in is expressed as;

V = πr²h

V = 3.14*5²*8

V = 3.14*25*8

V = 628 square inches

The volume of the cylinder is greater than 500in³

Volume of the cone with radius 5in and height 24in is expressed as;

V = 1/3πr²h

V = 1/3*3.14*5²*24

V = 3.14*25*8

V = 628 square inches

The volume of the cone is greater than 500in³

Volume of the spheree with radius 5in is expressed as;

V = 4/3πr³

V = 4/3π(5)³

V = 4/3 * 3.14 * 125

V = 523.33 square inches

The volume of the sphere is greater than 500in³

The Tower of Pisa is well known worldwide for how it leans,
Sami visits the tower and wants to investigate how much it is leaning. He draws a diagram
showing a non-right triangle ABC.
On the diagram the angle ACB is 55º. The horizontal displacement of the tower BX = 5m.
The length of BC is 45m.
1) find the length of tower AB ​

Answers

Answer:

The tower is approximately 57.34 meters long

Step-by-step explanation:

The given parameters are;

The type of triangle formed by ΔABC = Non-right triangle

The measure of ∠ACB = 55°

The horizontal displacement of the tower, BX = 5 m

The length of BC = 45 m

Therefore, we have;

Triangle ΔABC type = Right triangle

By the tangent to an acute angle, θ, in a right triangle, we have;

[tex]Tan(\theta) = \dfrac{Opposite \, side \ length}{Adjacent\, side \ length}[/tex]

Where θ is the 55°, we have angle, we have;

[tex]Tan(55^{\circ}) = \dfrac{XA}{XC}[/tex]

BC = BX + XC

∴ XC = BC - BX

XC = 45 m - 5 m = 40 m

[tex]\therefore Tan(55^{\circ}) = \dfrac{XA}{40}[/tex]

XA = 40 × tan(55°) ≈ 57.126

The type of triangle formed by ΔABX = Right triangle

According to Pythagoras theorem, AB² = XA² + BX²

∴ AB = √((40 × tan(55°))² + 5²) ≈ 57.34

The length of the tower, AB ≈ 57.34 m

A drink was spilled on the math problem shown below. 67.5 times 4.Blank = blank.50 Ron remembers that the second factor was a decimal. Based on the placement of the decimals in the first factor and the product, which must be true of the second factor?

Answers

Answer:

The answer is "The decimal could be five-tenths".

Step-by-step explanation:

Given value:

[tex]\to 67.5 \times 4. \_= \_ .50[/tex]

Let the decimal value is: (2)

[tex]\to 67.5 \times 4. 2= 283 .50[/tex]

Help me find the answer for this Acellus question! Find CD.

Answers

I think the answer is 4 but i may be wrong. I hope this helps

Answer:

DE = AE - AD

=> DE = 18.5 - 15.5 = 3

CD = CE - DE = 8 - 3 = 5

Other Questions
Ana is a music lover. She loves to download songs and videos on her computer every time she hears a new song. One day, her computers started to malfunction, and all her files were no longer accessible. What do you think happened to Anas computer and what can you do to avoid the same problemanswer pleasssseeee Which of the following actions may Congress take to advance civil rights? Overview In this assignment, you will gain more practice with designing a program. Specifically, you will create pseudocode for a higher/lower game. This will give you practice designing a more complex program and allow you to see more of the benefits that designing before coding can offer. The higher/lower game will combine different programming constructs that you have been learning about, such as input and output, decision branching, and a loop. IT 140 Higher/Lower Game Sample Output Overview Maria has asked you to create a program that prompts the user to enter the lower bound and the upper hound. You have decided to write pseudocode to design the program before actually developing the code. When run, the program should ask the user to guess a number. If the number guessed is lower than the random number, the program should print out a message like "Nope, too low." if the number guessed is higher than the random number, print out a message like "Nope, too high." If the number guessed is the same as the random number, print out a message like "You got it!" Higher/Lower Game Description Your friend Maria has come to you and said that she has been playing the higher/lower game with her three-year-old daughter Bella. Maria tells Bella that she is thinking of a number between 1 and 10, and then Bella tries to guess the number. When Bella guesses a number, Maria tells her whether the number she is thinking of is higher or lower or if Bella guessed it. The game continues until Bella guesses the right number. As much as Maria likes playing the game with Bella, Bella is very excited to play the game all the time, Maria thought it would be great if you could create a program that allows Bella to play the game as much as she wants. Note: The output messages you include in your pseudocode may differ slightly from these samples. Sample Output Below is one sample output of the program, with the user input demonstrated by bold font. Prompt For this assignment, you will be designing pseudocode for a higher/lower game program. The higher/lower game program uses similar constructs to the game you will design and develop in Projects One and TWO. Welcome to the higher/lower game, Bella! Enter the lower bound: 10 Enter the upper bound: 30 Great, now guess a number between 10 and 30: 20 Nope, too low Guess another number: 25 Nope, too high Guess another number: 23 You got it! Below is another sample output of your program, with the user input demonstrated by bold font 1. Review the Higher/Lower Game Sample Output for more detailed examples of this game. As you read, consider the following questions: What are the different steps needed in this program? How can you break them down in a way that a computer can understand? What information would you need from the user at each point (inputs)? What information would you output to the user at each point? When might it be a good idea to use 'F' and "IF ELSE' statements? When might it be a good idea to use loop? 2. Create pseudocode that logically outlines each step of the game program so that it meets the following functionality: Prompts the user to input the lower bound and upper bound. Include input validation to ensure that the lower bound is less than the upper bound. - Generates a random number between the lower and upper bounds Prompts the user to input a guess between the lower and upper bounds. Include input validation to ensure that the user only enters values between the lower and upper bound. Prints an output statement based on the puessed number. Be sure to account for each of the following situations through the use of decision branching . What should the computer output if the user guesses a number that is too low? . What should the computer output if the user guesses a number that is too high? - What should the computer output if the user guesses the right number? Loops so that the game continues prompting the user for a new number until the user guesses the correct number. Welcome to the higher/lower game, Bella! Enter the lower bound: 10 Enter the upper bound: 5 The lower bound must be less than the upper bound. Enter the lower bound: 10 Enter the upper bound: 20 Great, now guess a number between 10 and 20: 25 Nope, too high Guess another number: 15 Nope, too low. Guess another number: 17 You got it! 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